Online Learning for Professional Development
Race and Medicine in Clinical Practice
This innovative course assists learners in identifying race as a social construct, recognizing medical practices that contribute to the perpetuation of race-based stereotypes, and how to describe health inequities resulting from structural racism among minority groups.
Upon completion of this course, you will be able to:
- Define race, racism and anti-racism;
- Discuss the history of race as a social construct;
- Explain how race is used in medicine (often incorrectly);
- Distinguish race as a social construct from genetic populations with shared ancestry; and
- Identify methods of practicing anti-racism in medicine.
Working Virtually, Tips and Resources
This site includes articles and tutorials to help you most effectively use Zoom as we all navigate the coronavirus pandemic.
Giving Effective Feedback
Adapted from Workshop in a Box: Visual Demonstration of Small Group Facilitation Techniques for Faculty Development: https://www.mededportal.org/publication/5103 to provide efficient, consistent, and easily accessible faculty development to small group facilitators. This module is generalizable for other types of small groups, learners and faculty development settings.
Audience: All faculty
Managing Workplace Conflict: Navigating the COVID-19 Crisis
The COVID-19 crisis has dramatically changed the way most of us work. In just a matter of weeks, the situation has created immense organizational uncertainties and placed tremendous pressures on our professional and family lives. These conditions create the perfect storm for workplace conflict, which is exacerbated by stress, uncertainty, and barriers to communication. Dealing with workplace conflicts created by our unusual situation requires a clear understanding of the link between the crisis and the potential for workplace tensions.
E-learning modules from the London Deanery
This series of open access short modules covers core topics in clinical teaching and learning. They have been developed by the Multi-professional Faculty Development Team to inform and support the professional development of clinical teachers. On completion of a module, a certificate can be printed out for your own records or portfolio. E-learning for clinical teachers was designed and edited by Judy McKimm and Tim Swanwick.
All of the content on The Educator Hub is free to access, with no registration necessary. However, registration is recommended, as this allows users to track their learning, provide feedback on sessions, and retain certificates of completion. All of The Educator Hub content can be accessed at https://www.e-lfh.org.uk/programmes/educator-training-resources/ and if you wish to access without registering select the ’Browse our catalogue’ button.
YouTube Videos
Examples (there are thousands):
Empathy: The Human Connection to Patient Care
Strategies for Better Doctor-Patient Communication
What's helping me become a better doctor
Dealing with the angry patient or family
Magna Commons
Magna Commons is an on-line on-demand faculty development program for higher education. It has over 150 different seminars available and is compliant with Blackboard. It is geared towards higher education and not specific to medical education but many of the modules are relevant to educator development within medical education. It has a free seven-day trial for one to explore the array of topics. Modules are associated with a cost. Additionally you can buy “packs” of modules around specific topics such as the Flipped Classroom and Online Learning.
Coursera is an online education provider that offers online courses, popularly known as MOOCs or Massive Open Online Courses, from top universities around the world. Currently it has over 200 partners from 48 countries. These partners include Universities such as Stanford, Duke, Penn, Princeton, Michigan, Peking, and HEC Paris.
Assessment in Higher Education: Professional Development for Teachers
Are you a teacher in higher education wanting to get the best out of your students and assessments? This course will guide you through the different phases of preparing, creating and evaluating the assessments in your course.
After participating in this course, you will be able to:
- Design an assessment that is constructively aligned (content, level, methods) with the course objectives and activities
- Apply the quality criteria with respect to validity, reliability and transparency for construction of assessments and assessment items
- Analyze the assessment output and results, assess the quality of the assessment and make decisions about students’ grades accordingly
- Formulate future improvements for an assessment
Teaching in Higher Education
Hosted by Bonni Stachowiak, The Teaching in Higher Ed Podcast airs weekly. The podcast focuses on topics such as excellence in teaching, instructional design, open education, diversity and inclusion, productivity, creativity in teaching, educational technology, and blended learning.
UW School of Medicine Faculty Thrivecast
Hosted by Trish Kritek, MD, EdM, University of Washington School of Medicine Associate Dean for Faculty Affairs. This podcast is for faculty and provides tips to help clinicians, educators, and researchers thrive professionally in their careers, covering topics from time management and organization to leadership and self-advocacy.
Pediatrics: Junior Faculty Development Series
Past topics have included Building a Clinical Program, Women in Academic Medicine, Work-Life Integration, and more.
Vanderbilt Beyond the Lab Podcast
Curious about what biomedical science PhDs do for their career? In the "Beyond the Lab" podcast series, the Vanderbilt BRET Office of Career Development interviews biomedical science PhD and postdoctoral alumni about their career path.
#PTonICE Daily Show
The faculty of the Institute of Clinical Excellence deliver their specialized content every weekday morning. Topic areas include: Population health, fitness athlete management, evidence based spine and extremity care, older adults, community outreach, self development, and much more!
The Center for Faculty Educators at UC San Francisco
The Center for Faculty Educators (CFE) offers a variety of resources for educators at all teaching levels.
Stanford Medicine's Office of Faculty Development and Diversity
Stanford Medicine's Office of Faculty Development and Diversity offers a variety of workshops and programs throughout the year to teach the skills needed to develop faculty careers.
Stanford Faculty Development Center for Medical Teachers
One of the main objectives the Stanford Faculty Development Center for Medical Teachers was established was to disseminate teaching improvement courses to medical faculty nationally and internationally through their facilitator-training programs in Clinical Teaching and Basic Science Teaching. SFDC graduates are available to conduct workshops for other institutions and organizations. Large groups of participants can be accommodated by using a number of trained facilitators to work with small, break-out groups. Program alumni can be contacted directly for further information.
Masters in Business Administration
The Graduate School of Management at the University of California, Davis, is more than a business school—it’s a transformational experience where you will develop new ways of thinking about business and innovation.
Their online MBA program, MBA@UCDavis, offers you an interactive virtual campus that brings our culture of collaboration to you, wherever you are. Here, you will find an energetic network of enterprising professionals and globally recognized faculty eager to work with you to change the world.
Masters in Public Health
The UC Davis M.P.H. Program’s goal is to develop the public health leaders of the future by providing a high-quality Master’s degree curriculum in partnership with the public health community. We accomplish this through the collaborative efforts of the UC Davis and health networks, including the Schools of Medicine, Veterinary Medicine, Management, Law, Education, and Nursing and the California Department of Public Health, local county health departments, and non-profit agencies. These partnerships comprise teaching, student mentorship and field placements, research, service, direction, and support for the UC Davis M.P.H. Program.
The UC Davis M.P.H. Program is an accelerated, 56-unit program that focuses on the essentials of public health. It offers students two concentration areas – General Public Health and Epidemiology – and includes a practicum experience, or internship, in a public health setting.
Mentoring needed now more than ever! During the best of times the art of mentoring can be challenging. Whether it’s helping a junior researcher apply for a first grant, guiding a clinician to independent practice, or advising a post-doctoral fellow on next steps, mentoring requires a wide and varied skill set. Mentors help mentees to align expectations, develop obtainable goals, sort out work-life integration issues and more. Mentoring increases mentee professional and personal satisfaction, lifts morale, diminishes stress and prevents burnout. Now we are doing all of this, and more, as we face this global pandemic. Juggling more hats than we thought possible and meeting professional and personal demands with limited resources. It is important that we take time to think in different ways to support ourselves and our mentees. Check out these resources below for guidance on mentoring and resources for mentees to help navigate these difficult times.
J. Faye Dixon, Ph.D.
Julie Schweitzer, Ph.D.
Katren Tyler, M.D.
Mentoring during the COVID-19 pandemic: Colleagues facing closed labs and enforced social distancing need a different type of support. Mentors must change their approach
Author: Ruth Gotian, Nature, April 3, 2020
The coronavirus outbreak has left many of us feeling frightened, worried and overwhelmed. This is affecting people in different ways, but concerns relating to a lack of focus or productivity are not uncommon. Mentors should always provide a support system for trainees and encourage them to prioritize their health above their productivity: especially in testing times such as these. We must reimagine how we mentor in a time of closed laboratories, depleted and stressed health-care colleagues and social distancing.
Advice for Faculty Members in a Turbulent Time
Author: Mindi Thompson, Inside Higher Ed, March 19, 2020
Mindi Thompson gives some practical advice to help you focus on your physical and mental health and wellness. Wonderful tips for anyone in an educational setting and for general wellness – share with your mentees.
What to Do When Your Plans Get Thrown Out the Window
Author: Sarah Dobson, Edge For Scholars, April 1, 2020
This is a brief blog post to help junior researchers in thinking about how to pivot during COVID-19 – share and discuss with your mentees.
Just Breathe: Mindfulness Apps in a Pressured Time
Author: Scott Gubala, Edge For Scholars, April 4, 2020
This is a short blog post reviews mindfulness apps for academic health researchers.
Nurtured by nature: Psychological research is advancing our understanding of how time in nature can improve our mental health and sharpen our cognition
Author: , American Psychological Association, Monitor on Psychology, Vol. 51, No. 3, April 1, 2020
Read why spending more time in an uncrowded nature spot could be good for all of us.
Physician Wellness Resources
Virtual Resources for Challenging Times
In these challenging and uncertain times, the UC Davis Ombuds Office is actively compiling electronic resources that can help you navigate conflict. Check back often, as this page will be regularly updated with new materials and resources relevant to this rapidly evolving health situation.
A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond
Authors: Coffey DS, Eliot K, Goldblatt E, et al.
Publication date: January 30, 2017
This strategy involves taking a multifaceted systems approach that includes everyone across the health professions, beginning in the learning environment, working together toward a common goal of promoting wellness.
Well-Being and Emotional Resiliency in Academic Medicine
Published by: Association of American Medical Colleges website
As medical professionals increasingly struggle with the challenges of burnout, well-being, and the idea of resilience — the ability to recover from setbacks or difficult situations — have emerged as a priority for faculty, researchers, residents, and students in the academic medicine community.
Compared to many other professions, physicians and other clinicians are more likely to develop depression, commit suicide, or experience burnout. Burnout does not discriminate. It can affect any physician, regardless of specialty or years of experience in the field. Residents and medical students struggle as well.
Free Guided Meditations
Provided by: UCLA Mindful Awareness Research Center
Take a mindfulness break with free guided meditations. UCLA's Mindful Awareness Research Center (MARC) invites you to relax and rejuvenate with a variety of simple, guided meditations for free online and on iTunes.
Literature on Faculty Development
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8
Authors: Steinert Y, Mann K, Prideaux D, et al
Publication information: Medical Teacher, Vol. 28, No. 6, pp. 497–526, 2006
Preparing health care professionals for teaching is regarded as essential to enhancing teaching effectiveness. Although many reports describe a variety of faculty development interventions, there is a paucity of research demonstrating their effectiveness. The objective of this review was to synthesize the existing evidence that addresses the following question: “What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?
Toward ‘hybridised’ faculty development for the twenty‐first century: blending online communities of practice and face‐to‐face meetings in instructional and professional support programmes
Author: Brooks, CF
Publication information: Innovations in Education and Teaching International, Vol. 47, No. 3, pp. 261-270, 2010.
This manuscript begins with a synthesis of research on communities, communities of practice (CoPs), and the potential for their development in online forums, while specifically discussing the value of virtual CoPs for educational professionals in higher education. Working within constructivist and sociocultural frameworks, this manuscript addresses how online forums for faculty support can be beneficial in ways distinct from face‐to‐face environments. Further, this paper presents an argument for the hybridisation of faculty development by suggesting that online forums for collegial interaction are viable and culturally sensitive complements to traditional face‐to‐face faculty support, socialization, and mentoring programs. In conclusion, resources that can assist in designing a hybrid model of faculty development are offered.
Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development
Authors: Vaill, AL, Testori, PA
Publication Information: Journal of Asynchronous Learning Networks, Vol. 16, No. 2, pp. 111-119, 2012.
In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty to adjust to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College’s three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor.
A New Image: Online Communities to Facilitate Teacher Professional Development
Author: Lock, JV
Publication Information:Journal of Technology and Teacher Education, Vol. 14, No. 4, pp. 663-678, October 2006.
Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development, based on their needs within an online community of learners and their recognition that communities may include individuals from local regions and from around the world who share mutual interests and goals. The realization of online learning communities to facilitate teacher professional development is a matter of carefully and deliberatively designing dynamic learning environments that foster a learning culture. This requires a pedagogical framework that nurtures the establishment of relationships, intimacy, and trust, where people engage in shared learning experiences mediated through technology. Designing an online learning environment that fosters the development of a learning community is not about adding technology on to current professional development practices. Rather, it is about designing, building, and supporting a structure and a process that are purposeful and fluid in nature and in meeting the personal ongoing professional development needs of teachers.
Faculty development: From workshops to communities of practice
Author: Steinert, Y
Publication Information:Medical Teacher, Vol. 32, No. 5, pp. 425-428, 2010.
Faculty development, or staff development as it is often called, has become an increasingly important component of medical education, and most medical schools now offer formal faculty development programmes and activities. As McLean et al. (2008) have stated in their recent AMEE Guide, ‘with demands on medical faculties to be socially responsible and accountable, there is increasing pressure for the professionalization of teaching practice.
To date, most faculty development initiatives described in the literature consist of formal (or structured) programmes such as workshops and seminars, longitudinal programmes and fellowships (Steinert et al. 2006). The goal of this viewpoint, which complements AMEE Guide no. 33, is to broaden our perspective and examine both formal and informal approaches to faculty development. Moreover, although the most common definitions of faculty development refer to a planned programme to prepare institutions and faculty members for their academic roles (Bland et al. 1990), this viewpoint asserts that faculty development can occur in a variety of contexts and settings, and often begins with informal learning in the workplace.
Introduction to faculty learning communities
Author: Cox, MD
Publication Information: New Directions for Teaching and Learning, No. 97, pp. 5-23, Spring 2004.
Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet early‐career faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.
Other External Resources
MedEdPORTAL
MedEdPORTAL is a MEDLINE-indexed, open-access journal of teaching and learning resources in the health professions published by the Association of American Medical Colleges (AAMC), in partnership with the American Dental Education Association. MedEdPORTAL publications are stand-alone, complete teaching or learning modules that have been implemented and evaluated with medical or dental trainees or practitioners. Each submission is reviewed by editorial staff and external peer reviewers using a standardized review instrument grounded in the tenets of educational scholarship.